Hispanic Artists Learning Module Subject: Spanish III Honors Grade Level: high school, grades 9-12 Purpose: The purpose of this lesson is to create a deeper understanding and cultural awareness of Hispanic artists while using the target language to discuss a given topic in detail with a group of peers. Learning Outcomes: With a partner, the students will be able to: 1. Create and present a multimedia presentation on an Hispanic artist of their choice from a given list. 2. Implement Internet research strategies to gather, sort, synthesize, and evaluate information for the artist picked. 3. Correctly use the Preterit and Imperfect to discuss the artist and his works. 4. Correctly use Spanish vocabulary to identify types of art and how to describe them. Learning Module: During this chapter, we have discussed various Hispanic artists and some of their works using the Preterit and Imperfect tenses that indicate the past. In this assignment you and a partner will choose an artist from the list below to research. Hispanic Artists/Artistas Hispanos
Salvador Dalí
Diego Rivera
Frida Khalo
Pablo Picasso
Francisco Goya
David Alfaro Siqueiros
Joan Miró
Oswaldo Guayasamín
Remedios Varo
Fernando Botero
Diego Velázquez
Alfonso Fernández
Your final project will be a multimedia presentation that shares your findings with the class. You and your partner should implement the Internet research strategies that have been set forth by the school. The project must answer/address each of the following questions/topics:
Provide a history on the author including:
What country is the artist from?
In which century did he/she paint?
Where did he/she study? How did he/she learn/develop his/her skill?
What medium does this artist prefer?
What style artist is he/she?
Discuss and analyze at least two pieces of art in detail using the vocabulary from the chapter. Some questions you may consider are:
What objects are in the painting? What do they represent?
What do you see in the foreground of the painting? In the background?
What color(s) did the artists use most?
What are the figures like? Realistic or more abstract?
What type of art is it?
What is the artist trying to communicate?
How does this piece make you feel?
Do you like this artist’s work? What is one of your favorite pieces?
The final project can be in the form of a PowerPoint, Photo Story, or even a video. Remember there may be questions/comments from your peers, so it would be a good idea to make sure that you are able to pause your presentation. The oral portion must be in Spanish. Remember that you must cite each of your resources in a reference page at the end of the presentation. The final created project should be emailed to me. Research Reminders The review process for putting together comprehensive and effective results consists of 5 steps: 1. Defining the topic; 2. Searching for information; 3. Assessing the research; 4. Compiling the results; 5. Summarizing and reviewing. Once you have your topic, you should develop subsequent questions. These questions should lead you to key words that you can use to research information on the initial topic. Remember that in order to narrow your Internet search results, it is best to provide detailed search criteria. As you gather information, you must sort and sift it to determine what is pertinent to the topic of your research. You must then synthesize and evaluate your search results. These steps should be repeated several times to ensure that the quality of information gathered meets the expectations set forth in the learning objectives for the lesson. If you want more practice or a refresher on how to conduct an effective search, please visit http://www.learnwebskills.com/search/main.html In her article Information-Literacy Primer: Learning to Research on the Web, author and educator Kathy Schrock provided some suggestions for students when evaluating the information you find on the Web. “Five questions students might want to ask themselves when reviewing information found on the Web:
Who wrote the pages and are they an expert in the field?
What does the author say is the purpose of the site?
When was the site created, updated, or last worked on?
Where does the information come from?
Why is the information useful?” (2001)
As a reminder, it is crucial to organize the results of your searches immediately to avoid being bogged down with so much information that it overloads you. It is equally important to think about how you will compile the information you are finding through your research. How will you remember which site offered which information? How will you go back to those sites? This process will also make it easier in the end to compile an accurate reference page for your project. You must give credit to the sources from where your information came.
Rubric
Score 1
Score 3
Score 5
How well you introduce the artist
Vital information is either nonexistent or fails to provide vital information
Subject: Spanish III Honors
Grade Level: high school, grades 9-12
Purpose: The purpose of this lesson is to create a deeper understanding and cultural awareness of Hispanic artists while using the target language to discuss a given topic in detail with a group of peers.
Learning Outcomes:
With a partner, the students will be able to:
1. Create and present a multimedia presentation on an Hispanic artist of their choice from a given list.
2. Implement Internet research strategies to gather, sort, synthesize, and evaluate information for the artist picked.
3. Correctly use the Preterit and Imperfect to discuss the artist and his works.
4. Correctly use Spanish vocabulary to identify types of art and how to describe them.
Learning Module: During this chapter, we have discussed various Hispanic artists and some of their works using the Preterit and Imperfect tenses that indicate the past. In this assignment you and a partner will choose an artist from the list below to research.
Hispanic Artists/Artistas Hispanos
Your final project will be a multimedia presentation that shares your findings with the class. You and your partner should implement the Internet research strategies that have been set forth by the school. The project must answer/address each of the following questions/topics:
- Provide a history on the author including:
- What country is the artist from?
- In which century did he/she paint?
- Where did he/she study? How did he/she learn/develop his/her skill?
- What medium does this artist prefer?
- What style artist is he/she?
- Discuss and analyze at least two pieces of art in detail using the vocabulary from the chapter. Some questions you may consider are:
- What objects are in the painting? What do they represent?
- What do you see in the foreground of the painting? In the background?
- What color(s) did the artists use most?
- What are the figures like? Realistic or more abstract?
- What type of art is it?
- What is the artist trying to communicate?
- How does this piece make you feel?
- Do you like this artist’s work? What is one of your favorite pieces?
The final project can be in the form of a PowerPoint, Photo Story, or even a video. Remember there may be questions/comments from your peers, so it would be a good idea to make sure that you are able to pause your presentation. The oral portion must be in Spanish. Remember that you must cite each of your resources in a reference page at the end of the presentation. The final created project should be emailed to me.Research Reminders
The review process for putting together comprehensive and effective results consists of 5 steps: 1. Defining the topic; 2. Searching for information; 3. Assessing the research; 4. Compiling the results; 5. Summarizing and reviewing. Once you have your topic, you should develop subsequent questions. These questions should lead you to key words that you can use to research information on the initial topic. Remember that in order to narrow your Internet search results, it is best to provide detailed search criteria. As you gather information, you must sort and sift it to determine what is pertinent to the topic of your research. You must then synthesize and evaluate your search results. These steps should be repeated several times to ensure that the quality of information gathered meets the expectations set forth in the learning objectives for the lesson. If you want more practice or a refresher on how to conduct an effective search, please visit http://www.learnwebskills.com/search/main.html
In her article Information-Literacy Primer: Learning to Research on the Web, author and educator Kathy Schrock provided some suggestions for students when evaluating the information you find on the Web. “Five questions students might want to ask themselves when reviewing information found on the Web:
- Who wrote the pages and are they an expert in the field?
- What does the author say is the purpose of the site?
- When was the site created, updated, or last worked on?
- Where does the information come from?
- Why is the information useful?” (2001)
As a reminder, it is crucial to organize the results of your searches immediately to avoid being bogged down with so much information that it overloads you. It is equally important to think about how you will compile the information you are finding through your research. How will you remember which site offered which information? How will you go back to those sites? This process will also make it easier in the end to compile an accurate reference page for your project. You must give credit to the sources from where your information came.